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Xu, Xiaoshu; Zhu, Xiaoshen; Chan, Fai Man – Interactive Learning Environments, 2023
Personal Learning Environment (PLE) represents a shift of learning paradigm towards learner-centered pedagogy, where users become masters of their own learning. PLEs are best used by learners with Self-Regulated Learning (SRL) abilities. Previous research showed that learners felt lost or socially isolated in PLEs due to their limited SRL…
Descriptors: Educational Environment, Individualized Instruction, Pilot Projects, College Students
Ben Rebah, Hassen; Barthes, Didier; Carnus, Marie-France – Learning Environments Research, 2023
The growing ubiquity of web 2.0 has created a new paradigm shift from traditional education methods and strategies to student-centered Personal Learning Environment (PLE) methods and networks. The PLE is an emerging learning concept that relies on the student's personal needs and preferences to create an individualized and flexible learning…
Descriptors: College Students, Student Needs, Educational Technology, Individualized Instruction
Musci, Rashelle J.; Kush, Joseph M.; Masyn, Katherine E.; Esmaeili, Masoumeh Amin; Susukida, Ryoko; Goulter, Natalie; McMahon, Robert; Eddy, J. Mark; Ialongo, Nicholas S.; Tolan, Patrick; Godwin, Jennifer; Bierman, Karen L.; Bierman, Karen L.; Coie, John D.; Crowley, D. Max; Dodge, Kenneth A.; Greenberg, Mark T.; Lochman, John E.; McMahon, Robert J.; Pinderhughes, Ellen E.; Wilcox, Holly C. – Prevention Science, 2023
Psychotic-like experiences (PLEs) are common throughout childhood, and the presence of these experiences is a significant risk factor for poor mental health later in development. Given the association of PLEs with a broad number of mental health diagnoses, these experiences serve as an important malleable target for early preventive interventions.…
Descriptors: Psychosis, Symptoms (Individual Disorders), Children, Adolescents
Jacob D. Moore – ProQuest LLC, 2023
Personalized Learning Environments (PLEs) are student experiences where the pace of learning and the instructional approach are optimized for the needs of each student. Standards-aligned learning objectives, instructional approaches, and instructional content (and their sequencing) may all vary based on learner needs and interests. Learning…
Descriptors: Individualized Instruction, Educational Environment, Middle Schools, Grade 6
Suppasetseree, Suksan; Kumdee, Soranut; Ho Minh, Thang – LEARN Journal: Language Education and Acquisition Research Network, 2023
Learning English consists of four skills that students need to master: reading, writing, listening, and speaking. However, in EFL contexts, listening is found to be the most challenging and problematic skill for those students who encounter different kinds of listening problems. In order to improve Thai EFL students' listening performance during…
Descriptors: Learner Engagement, Technology Uses in Education, Electronic Learning, Individualized Instruction
Castañeda, Linda; Tur, Gemma; Torres-Kompen, Ricardo; Attwell, Graham – International Journal of Virtual and Personal Learning Environments, 2022
Almost 15 years after the start of the debate over Personal Learning Environments (PLE), the concept would still appear to be influential and even intrinsic to discussion over the future of educational technology and education in general. This paper aims to establish a clear thematic link between the concept of PLEs and educational academic…
Descriptors: Individualized Instruction, Independent Study, Futures (of Society), Educational Technology
Varga, Vera; Tóth, Dénes; Csépe, Valéria – Journal of Deaf Studies and Deaf Education, 2022
Skilled reading is thought to rely on well-specified lexical representations that compete during visual word recognition. The establishment of these lexical representations is assumed to be driven by phonology. To test the role of phonology, we examined the prime lexicality effect (PLE), the index of lexical competition in signing deaf (N = 28)…
Descriptors: Lexicology, Phonology, Priming, Word Recognition
Baars, S.; Schellings, G. L. M.; Joore, J. P.; van Wesemael, P. J. V. – Learning Environments Research, 2023
Research into the relationship between innovative physical learning environments (PLEs) and innovative psychosocial learning environments (PSLEs) indicates that it must be understood as a network of relationships between multiple psychosocial and physical aspects. Actors shape this network by attaching meanings to these aspects and their…
Descriptors: Physical Environment, Educational Environment, Instructional Innovation, Student Experience
Baars, S.; Schellings, G. L. M.; Krishnamurthy, S.; Joore, J. P.; den Brok, P. J.; van Wesemael, P. J. V. – Learning Environments Research, 2021
In order to construct a shared body of knowledge, research involving the relationship between the psychosocial learning environment (PSLE) and the physical learning environment (PLE) needs a commonly-accepted conceptual framework. By means of a thematic literature review, we collected the main aspects of the PSLE and PLE, their definitions and…
Descriptors: Correlation, Social Environment, Psychological Patterns, Individual Development
Dabbagh, Nada; Castaneda, Linda – Educational Technology Research and Development, 2020
In this paper, we lay the foundations of the personal learning environment or PLE, its conception, cognitive and theoretical underpinnings, and implications for the design of pedagogical processes and learning ecosystems. We characterize the PLE as a technosocial reality that embodies the sociomaterial entanglement with which people learn as well…
Descriptors: Educational Environment, Learning Processes, Lifelong Learning, Informal Education
Menglin Zhang; Xiaoshu Xu; YunFeng Zhang – International Journal of Virtual and Personal Learning Environments, 2023
This study designed and implemented a personal learning environment platform for spoken English teaching in a junior high school in China to improve students' spoken English narrative competence. Altogether, 83 junior high school year one students took part in this study. The participants were divided into experimental and control classes for the…
Descriptors: English (Second Language), Communicative Competence (Languages), Foreign Countries, Learning Motivation
Irvine, Jeff – Journal of Instructional Pedagogies, 2020
Powerful learning environments (PLEs) are based on a social constructivist theory of learning, providing a stimulating, resource-rich and inquiry-supportive environment for student self-regulated learning. Fidelity of implementation (FOI) for such PLEs is dependent on several factors, the most critical factor being the teacher's belief system,…
Descriptors: Fidelity, Program Implementation, Intervention, Secondary School Mathematics
Osworth, David; Cunningham, Kathleen Mary Winn; Hardie, Suzy; Moyi, Peter; Gaskins, Mary; Osborne Smith, Natalie – Journal of Educational Administration, 2023
Purpose: This study aims to analyze the experiences of a closed cohort of aspiring leaders and connects the university and school district partnership relationship to building the leadership capacity of the cohort. This study builds on previous literature in district-university partnerships and leadership preparation. Powerful learning experiences…
Descriptors: Leadership Training, School Districts, Partnerships in Education, College School Cooperation
Ramírez-Mera, Urith N.; Tur, Gemma; Marin, Victoria I. – Open Education Studies, 2022
With the introduction of digital technologies in education and the diversification of learning modalities, research has sought to identify the characteristics of each modality in order to develop successful learning. The Personal Learning Environment (PLE) is a developing concept that takes advantage of digital technologies and their implications…
Descriptors: Electronic Learning, In Person Learning, Educational Environment, Higher Education
Lim, Jieun; Newby, Timothy J. – Journal of Computing in Higher Education, 2020
To explore students' use of Web 2.0 tools and their perceptions of using Web 2.0 as a personal learning environment (PLE), quantitative surveys (n = 113) and interviews (n = 12) were conducted. In the survey, we identified that students already have familiarity with using Web 2.0 tools, as well as a positive attitude toward using Web 2.0 for…
Descriptors: Preservice Teachers, Web 2.0 Technologies, Student Experience, Student Attitudes